Strategy #7: Student-Led Discussion
Literature Circles Level of Expertise 5What is the instructional strategy?
Literature circles require students to work in small groups. These groups meet after students have completed a particular passage or other reading assignment. Prior to reading, each student is assigned a role to fulfill as they read and participate in their literature circle. While these types of roles vary, some commonly-used roles include: discussion director, summarizer, vocabulary enricher, and webmaster (Wilfong, 2009). Each student's role requires her to complete a different task for the benefit of her literature circle group. For instance, while reading, the discussion director thinks of questions to ask the group and comes to class prepared to lead her group's discussion during that class period. At the end of each session (or after students have utilized a role for a few sessions), students in each group switch roles. For example, the discussion director may become the summarizer for the next class period. In this way, each student has a chance to practice each of the roles.
Why does this strategy work?
This strategy works because it holds each student accountable for completing his or her role for that particular class period. Since students work in groups, they are more accountable to each other than to their instructor. This could drive many of my students who normally do not complete the assigned readings to actually attempt to complete their homework. In addition, the opportunity for each student in the group to take on a different role and to utilize this role to discuss the text with their peers could be a huge motivating factor. Since students only work with a given role for one or two class periods, they will each have the opportunity to determine which roles they prefer and which they need more practice working with. Having experience with all four roles also aids students in looking at the text from different perspectives and focusing on specific aspects of the text (such as vocabulary). Also, according to Wilfong (2009), literature circle discussion is "purposeful and critically minded" (pg. 165). These qualities help focus students on the text and help them to become better critical thinkers and critical readers.
How does it work?
1) First, I will introduce a sample passage to my students and provide them each with one of the roles for a literature circle group.
2) Next, I will explain each role and have each student practice using their role individually as they read the sample passage.
3) Once students have read the passage and prepared for small group discussion according to their roles, I will divide students into their literature circle groups. Students will then complete a literature circle discussion on the sample passage.
4) Following this practice activity (and once I feel all students have an understanding of how to participate in a literature circle), I will introduce chapter 1, viewpoint 2 in Opposing Viewpoints: Advertising by Roman Espejo (Ed.) (pp 29-35).
5) After introducing this book and the assigned reading, I will once again assign each student a particular literature circle role. I will also provide each student with a handout to complete based on their role and on the contents of chapter 1, viewpoint 2.
6) Students will complete the handout for homework and prepare for the literature circle discussion next class.
7) Following their literature circle discussions, students will hand in their completed handouts and will evaluate both their own participation in the literature circles, as well as that of their group.
Sources Referenced: Wilfong, 2009; Espejo, 2010
What it looks like:
Name________________________
Directions: The description for each role is provided below. Find the role that you were assigned to complete for this literature circle discussion. Read the description of your role. In the space provided, complete the task assigned to you after reading chapter 1, viewpoint 2 in Opposing Viewpoints: Advertising. Feel free to attach extra paper if you need more space to write your response.
Discussion Director: Your task is to create a list of questions that your group will discuss about the reading passage. Be sure to focus on the big ideas contained in the passage. The questions can be based on your thoughts, feelings, and concerns as you read the assigned passage.
1. Based on the examples provided in the reading, do you believe that advertising has become harmful? Are people being exploited in order for companies to promote their products?
2. How has TiVo and DVR changed the way that companies think about advertising?
3. Has the Do Not Call Registry helped consumers in the fight against constant advertising?
Summarizer: Your task is to create a brief summary of the passage. This summary should address the main ideas and key points contained in the reading. Your literature circle group will begin its discussion by reading your summary.
This reading passage discusses the way that Americans today are becoming overwhelmed by advertising. The author claims that advertising is taking over Americans' everyday lives and that companies are creating new ways to sneak advertisements into everything, including digitally printed conveyor belt ads at the supermarket. Some people have even exchanged ad space on their body parts or at their wedding chapels in exchange for money from these corporations. The author makes us wonder if we can escape the constant barrage of advertising we encounter every day and if the lengths these companies will go to in order to sell their products is actually harmful and exploitative.
Vocabulary Enricher: Your task is to find a few important words in the passage. The words may be words that you are unfamiliar with or that are confusing, but they may also be words that stand out to you as being particularly important to this specific reading. Be sure to write down the definition of each word along with the source you used to find the definition (such as a dictionary).
pervasive:
exploitative:
revolutionary:
baffled:
Webmaster: Your task is to create a graphic organizer of the information contained in the passage. Be sure to use key words and phrases from the reading in your organizer. You can create any type of organizer, such as a web, a chart, or a pyramid.
